The effects of a formative assessment education on the assessment perceptions, pedagogical understandings and attitudes-intentions of the prospective secondary mathematics teachers

The study aims to create an instructional design to promote the formative assessment skills of prospective middle school mathematics teachers and help them to attain the necessary knowledge, skills, and attitudes to use formative assessment in their professional careers. Moreover, the present study examines the effect of the instructional design on the perceptions of measurement and assessment, the pedagogical understanding, attitudes, and intentions of the prospective teachers. The embedded design, which is one of the mixed research approaches in which quantitative and qualitative research approaches are utilized, has been used. In the quantitative part of the study, a quasi-experimental design has been used with the pretest-posttest control group with a proper sampling method. Further, in the qualitative part of the study, the case study design was used.Research data was collected through; Formative Assessment Attitude and Intention Scale for Preservice Teachers, The Teachers' Perceptions of Measurement and Assessment Scale, Teaching and Learning Conceptions Questionnaire, and Interview and Examination Forms. The multivariate multi-directional variance analysis (MANOVA), t-test and Wilcoxon Signed Ranks test, have been used. According to the results, the experimental and control group students' measurement-assessment perception scores, teaching-learning conception scores, and attitude and intention scores towards formative assessment were significantly different after the experimental learning design. KEYWORDS: Mathematics Education, Formative Assessment, Formative Probes, Quick Formative Assessment Activities, Feedback